This paper evaluates the feasibility of a large-scale language model (LLM) in an educational environment using multiple languages (English, Mandarin, Hindi, Arabic, German, Persian, Telugu, Ukrainian, and Czech). The LLM's performance was measured on four educational tasks: identifying student misconceptions, providing personalized feedback, interactive tutoring, and grading translations. Results revealed that LLM performance was primarily correlated with the amount of language included in the training data. Performance was particularly poor for low-resource languages, with performance degradation occurring more frequently than in English.